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From Sign Language to Spoken Language? A New Discourse of Language Development in Deaf Children

). Predicting behavior problems in deaf and hearing children: The influences of language, attention, and parent-child communication. Development and Psychopathology , 21 (2), 373–392. Barnard, J. M., Fisher, L. M., Johnson, K. C., Eisenberg, L. S., Wang, N. Y., & Quittner, A. L., and the CDaCI Investigative Team (2015). A prospective, longitudinal study of US children unable to achieve open-set speech recognition five years after cochlear implantation. Otology and Neurology , 36 (6), 985–992. Bialystok, E. & Craik, F. I. (2010). Cognitive and linguistic

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Developing Theory of Mind Twenty-Five Years After the Publication of “Z Badań Nad Kompetencją Komunikacyjną Dziecka” (Edited by B. Bokus and M.Haman)

References Apperly, I. (2013). Can theory of mind grow up? Mindreading in adults, and its implications for the development and neuroscience of mindreading. In Baron-Cohen, S., Tager-Flusberg, H. & Lombardo, M. (Eds.) Understanding other minds: Perspectives from developmental social neuroscience (pp. 72–92). Oxford, UK: Oxford University Press. Apperly, I. A. & Butterfill, S. A. (2009). Do humans have two systems to track beliefs and belief-like states? Psychological review , 116 (4), 953. Astington, J. W. (1993). The child’s discovery of

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Conversationally and Monologically-Produced Narratives: A Complex Story of Horizontal Décalages

References Aksu-Koç, A., & Tekdemir, G. (2004). Interplay between narrativity and mindreading: A comparison between Turkish and English. In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narrative: Typological and contextual perspective (pp. 307–327). Mahwah, NJ: Erlbaum. Astington, J. W. (2001). The future of theory-of-mind research: Understanding motivational states, the role of language, and real-world consequences. Child Development , 72 , 685–687. Astington, J. W. (2006). The developmental interdependence of theory of mind and

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Acquisition of Romani in a Bilingual Context

[Development of Romani and Turkish Children’s Bilingualism in Bulgaria]. Sofia: IKTUS. Kyuchukov, H. (2003). Moite parvi dumi na romski [My first words in Romani]. In H. Kyuchukov (Ed.), Detska rech i bilingvizam [Child Language and Bilingualism]. Sofia: Diversity Press. Kyuchukov, H. (2005). Early socialization of Roma children in Bulgaria. In X.P. Rodriguez-Yanez, A.M. Lorenzo Suarez, & F. Ramallo (Eds.), Bilingualism and Education: From the Family to the School (pp. 161-168). Muenchen: Lincom Europa. Kyuchukov, H. (2007

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Using MLU to study early language development in English

Using MLU to study early language development in English

The study examines the parameter of Mean Length of Utterance (MLU), measured both in morphemes (MLUm) and words (MLUw), in early language development in the case of two English children matched for age. The MLU scores of a normally developing child were compared to the MLU results of a language-impaired child in a longitudinal study. Moreover, the reliability of the MLU index measured in words was also tested in both children. The MLU analysis was based on the CHILDES database and CLAN programme, where the transcripts of spontaneous speech samples are used to calculate basic language parameters at different age-points. The findings of this study indicate that despite the expected delay, the language-impaired child followed a similar route of language development as the control child. However, significant differences between MLUw and MLUm confirmed that the parameters performed two different linguistic analyses.

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Parents’ Impact Belief in Raising Bilingual and Biliterate Children in Japan

References Baker, C. (1992). Attitudes and language . Clevedon: Multilingual Matters. Bezcioglu-Goktolga, I.,&Yağmur, K. (2018). Home language policy of second-generation Turkish families in the Netherlands. Journal of Multilingual and Multicultural Development , 39 (1), 44–59. doi: 10.1080/01434632.2017.1310216 Billings, M. (1990). Some factors affecting the bilingual development of bicultural children in Japan. Association of Foreign Wives Journal , 93-108. Canagarajah, S. (2008). Language shift and the family: Questions from the Sri

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Generic and Specific Numeral Classifier Input and its Relation to Children’s Classifier and Number Learning

References Adams, K. & Conklin, N.F. (1973). Toward a theory of natural classification. In Corum, C., Smith-Strak, T.C., & Weiser, A. (Eds.), Papers from the 9th regional meeting of the Chicago Linguistics Society. April 13-15 (pp. 1-10). Chicago, IL: Chicago Linguistic Society. Barner, D., Chow, K., & Yang, S. (2009). Finding one’s meaning: A test of the relation between quantifi ers and integers in language development. Cognitive Psychology, 58 (2), 195-219. Barner, D., Libenson, A., Cheung, P., & Takasaki, M

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Children's Exposure to Irony in the First Four Years of Their Life: What We Learn About the Use of Ironic Comments by Mothers from the Analysis of the Providence Corpus of Childes

role of context and intonation. Child Development , 61 (6), 1824–1841. doi:10.1111/j.1467-8624.1990.tb03568.x Clark, H. H., & Gerrig, R. J. (1984). On the pretense theory of irony. Journal of Experimental Psychology: General , 113 (1), 121–126. doi:10.1037/0096-3445.113.1.121 Demorest, A., Silberstein, L., Gardner, H., & Winner, E. (1983). Telling it as it isn’t: Children’s understanding of figurative language. British Journal of Developmental Psychology , 1 (2), 121–134. doi:10.1111/j.2044-835X.1983.tb00550.x Demuth, K., Culbertson, J

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“Storyline” or “Associations Pyramid”? A Relationship Between the Difficulty of Educational Methods and Their Effectiveness in Developing Language Creativity Among Pre-School Children

Research Quarterly , 23 , 299–313. doi:10.1016/j.ecresq.2008.03.001 Bates, E., Dale, P., & Thal, D. (1996). Individual differences and their implications for theories of language development. In P. Fletcher, B. McWhinney (Eds.), The handbook of child language (pp. 96–151). Oxford: Blackwell. Bayliss, D. M., Jarrold, Ch., Baddelley, A. D., & Leigh, E. (2005). Differential constraints on the working memory and reading abilities of individuals with learning difficulties and typically developing children. Journal of Experimental Child Psychology , 92 , 76

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Stance-taking in Spanish-speaking Preschoolers’ Argumentative Interaction

References Berman, R. (2004). Between emergence and mastery: The long developmental route to language acquisition. In R. Berman (Ed.), Language development across childhood and adolescence (pp. 9–34). Amsterdam: John Benjamins. Blum-Kulka, S., & Snow, C. (2004). Introduction: The potential of peer-talk. Discourse Studies , 6 (3), 291–306. Blum-Kulka, S., Huck-Taglicht, D., & Avni, H. (2004). The social and discursive spectrum of peer talk. Discourse Studies , 6 (3), 307–328. Blum-Kulka, S., Hamo, M., & Habib, T. (2010). Explanations

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